Making Progress Simpler?

Monika Reif

ISBN 10: 363161120X / ISBN 13: 9783631611203

Published by Peter Lang, Peter Lang Dez 2011, 2011

About this Item

Neuware -This study presents a new approach to tense-aspect teaching from the perspective of Cognitive Linguistics. Its aims are twofold: first, to provide a coherent account of the English tense-aspect system. To this end, a synthesis of Langacker¿s Cognitive Grammar theory and Fauconnier¿s Mental Space approach will be put forward. Second, to test the applicability and effectiveness of CL-informed learning materials in the language classroom. For that purpose, an empirical analysis was conducted involving German students of English at an upper-intermediate level. The study therefore addresses linguists and language teachers alike. 252 pp. Englisch.

Seller Inventory # 9783631611203

Bibliographic Details

• Title: Making Progress Simpler?
• Publisher: Peter Lang, Peter Lang Dez 2011
• Publication Date: 2011
• Language: English
• ISBN 10: 363161120X
• ISBN 13: 9783631611203
• Binding: Buch
• Condition: Neu
• Dimensions: 216W x 153H x 17D millimeters 216 millimeters width by 153 millimeters height by 17 millimeters depth
• Weight: 443 grams

About this title

Synopsis

This study presents a new approach to tense-aspect teaching from the perspective of Cognitive Linguistics. Its aims are twofold: first, to provide a coherent account of the English tense-aspect system. To this end, a synthesis of Langacker’s Cognitive Grammar theory and Fauconnier’s Mental Space approach will be put forward. Second, to test the applicability and effectiveness of CL-informed learning materials in the language classroom. For that purpose, an empirical analysis was conducted involving German students of English at an upper-intermediate level. The study therefore addresses linguists and language teachers alike.

About the Author

Monika Reif works as a lecturer and researcher at the University of Koblenz-Landau (Germany). She studied English and German Linguistics, Literature and Culture at the University of Koblenz-Landau, the University of Western Australia and University College London. In 2006 she received a teaching degree and in 2008 a master’s degree. This dissertation was funded by the Graduate School for Teaching and Learning Processes (UPGradE) at Landau University.